درخت حوزه‌های تخصصی

This study fills important gap in literature by examining how knowledge diplomacy can drive transformation in Iran’s education. Confronting outdated policies and rapidly shifting global benchmarks, in what ways can knowledge diplomacy be harnessed to promote lasting innovation and address the systemic obstacles facing Iranian schools? Drawing on a condensed Causal Layered Analysis framework, the research explores: surface-level patterns like policy changes and international partnerships, the economic and structural forces at work, dominant cultural narratives and ideologies, and deep metaphors that influence public and institutional mindsets. By streamlining methodological exposition, the paper remains sharply focused on practical implications for school leaders and policymakers. From this analysis, four future leadership scenarios emerge: An Alternative scenario marked by heightened global engagement; A Trend-Based scenario of slow progress amid cautious modernization; An Exploratory scenario prioritizing inward-looking reforms and curriculum design; A Back-casting scenario envisioning Iran as a hub of collaborative educational excellence. The findings demonstrate that embedding knowledge diplomacy strategically not only remedies current weaknesses in Iran’s schooling system but also lays down a solid foundation for far-reaching reforms that align domestic practice with international standards. The study concludes with targeted recommendations, urging educational leaders and policy architects to adopt proactive strategies, cultivate visionary leadership, and establish flexible policy frameworks. In doing so, Iran’s sector can become more innovative, responsive, and globally competitive. Beyond its immediate conclusions, this integrated analysis advances our understanding of how knowledge exchange and policy reform interact, offering a clear roadmap for sustained progress in today’s dynamic educational landscape.

This study was carried out to develop a framework for enhancing the cognitive abilities of elementary school principals. The grounded theory (GT) theory strategy was utilized. The participants consisted of university professors during the academic year 2023-2024. These individuals were selected through purposive sampling and were interviewed, ensuring that the process reached saturation with a total of 25 participants. There are five main components to improving the cognitive skills of elementary school principals, and there is a total of 22 key concepts. Cognitive Empowerment involves Mindfulness; Self-awareness; Self-improvement; Psychological improvement; Strengthening the social brain and self-development. Strengthening the cognitive competencies of school principals focuses on the Promotion of cognitive knowledge; improving cognitive competencies and improving cognitive skills. Implementing a Competency-oriented evaluation system involves establishing performance evaluation centers; Modifying and providing standard cognitive criteria; Objectifying and operationalizing the cognitive indicators of school principals. Providing Financial and non-financial Support for Principals includes Promotion of the rank of expert school principals; Merit-based payment system; Encouraging competent principals; Appropriate foundation for increasing cognitive competencies; Supportive environment &atmosphere and facilitating rules and regulations. Merit-based selection in recruiting and hiring involves the Appointment of competent ministers; Succession planning and recruiting and hiring expert and efficient principals.

This study examined the structure of professional interaction networks among primary school teachers and their relationship to professional learning. Using social network analysis, we investigated 69 second-cycle primary school teachers in District 3 of Mashhad through a census approach. Data were collected using two instruments: the Teacher Interaction Network Analysis Questionnaire and the Teacher Professional Learning Questionnaire (Liu et al., 2016), and analyzed using ERGM and PLS approaches. Key findings revealed that teachers' network size significantly influences their positional capital within the network, which in turn directly affects their professional learning. While intra-school professional consultations showed a significant positive relationship with professional learning, inter-school consultations at the district level demonstrated no significant effect. ERGM analysis identified several critical factors shaping network ties: school homophily emerged as the strongest predictor, followed by out-degree based on educational qualifications, in-degree based on school role (teaching vs. administrative), and out-degree based on teaching experience. Notably, teachers with higher qualifications (Master's and PhD) and less experience were more active in seeking peer consultations, with administrative staff (principals and deputies) receiving the majority of these professional inquiries. These findings highlighted the localized nature of professional learning networks and suggest opportunities for strengthening inter-school collaboration to enhance teacher development.

This research aimed to investigate the factors contributing to dropout rates among students in physical education high schools in Kurdistan province. The study employed a qualitative approach, specifically utilizing the systematic data-based strategy developed by Strauss and Corbin. Sixteen male students were purposefully selected based on theoretical saturation. Data collection methods included semi-structured interviews, online media analysis, and document reviews. Following the extraction of perspectives from the qualitative interview texts, the content of these texts, along with online media and documents, was analyzed using a three-stage coding process: open, axial, and selective coding. Initially, 332 open codes were identified, which were subsequently refined to 234 primary codes and 20 axial codes by eliminating redundancies. To ensure the reliability and validity of the data, several strategies were implemented, including rigorous research stages, author characteristics, resource enrichment, data triangulation, and participant validation. The findings revealed that causal factors for dropout included internal demotivation, family financial difficulties, and peer pressure. Background factors consisted of an inappropriate family atmosphere, parental illiteracy, and discrepancies in societal literacy. Intervention factors contributing to dropout included parental coercion regarding education and inadequate school facilities and infrastructure. Proposed strategies to reduce dropout rates encompass support from school staff, attention to students facing challenges, and fostering teacher empathy. Ultimately, the consequences of student dropout include diminished social competencies and negative attitudes toward education.